小学英语陕旅版三年级下册Unit 4 Whose Coat Is This?教学设计及反思

Unit 4 Whose Coat Is This?

Lesson 2

【教学目标】

1．能听懂、会说Whose... is it? Is this your coat? It's... 询问单数衣物的所属关系, 学习并能在实际情景中运用物主代词my, your.对话要求模仿正确, 语调自然.

2．能听懂Thank you very much. You're welcome.并能在日常交流中使用.

3．完成Let's play部分的内容.

【教学重难点】

1．能听懂、会说Whose... is it? Is this your coat? It's... 询问单数衣物的所属关系, 学习并能在实际情景中运用物主代词my, your.对话要求模仿正确, 语调自然.

2．能听懂Thank you very much. You're welcome.并能在日常交流中使用.

【教学准备】

1．教师准备:

（1）单词coat, trousers, skirt, cap, sweater, shoes, socks, dress的实物.

（2）Let's talk部分Li Shan和Liu Zhaoyang的人物头饰及教学音频.

2．学生准备:一件衣服或者物品.

【教学过程】

Ⅰ．课程导入(Leading In)

1．课前复习

教师带领学生复习上节课所学的服装单词,游戏规则如下:I see...

教师快速说出其中一个单词的首字母,比学生根据字母猜单词.最先猜出单词的学生获胜.

T: I see a word beginning with “s”.

S1: s—socks

S2: s—skirt

S3: s—shoes

T: Great,

2．新课导人

T: Look! What do I wear today?

A coat, a sweater, trousers, shoes and socks.

What about you, S1? What do you wear?

SI:

Ⅱ．课程展示活动和过程的设计建议(presentation)

1．新课展示Part A: Let's talk

（1）教师把自己事先准备的衣物逐一从包里掏出,同时注意与学生之间的互动:

T: I have something in my bag. What are they?

Look, what's this? （教师展示揉作一团的质地较薄的衣物让学生猜.）

Ss: Is it a skirt?

T: No.

Ss: Is it a dress?

T: Yes. You are great. This is a dress. It's my dress. It isn't your dress.

(强调my和your)

T: (展示另一件物品) What are these?

Ss: They are shoes.

T: Whose shoes are they, do you know?

Ss:

T: They are my shoes. (并注意引导学生说出.)

Ss: They are your shoes.

（2）学生介绍各自所准备的衣服或者物品:This is my... 其间, 教师可以与学生进行交流, 如:

T: Oh, How nice! / I have a / an..., too.

What color?

Ss:

（3）教师收集起学生所准备的物品,边收集边问答:

T: Is this you're...?

S: Yes, it is. (引导学生说出) It's my...

（4）教师把收集起的物品放在一起,向全班学生询问:

T: Whose sweater is this?

Ss:

T:(任意走向一个学生问) Is this your sweater?

S1: No, it isn't.

T: What color is your sweater?

S1: My sweater is red /yellow...

反复用一般疑问句询问得到否定回答后,改用特殊疑问句向全班学生询问:Whose sweater is this? 教师可以示意物品的主人起立,引导其答出It's my sweater.

T (根据这件衣物的颜色询问):Is your sweater blue?

S1: Yes, it is. (引导学生说出) My sweater is blue.

（5）教师将学生的物品归还给他们,这个过程中,要完成对话中的其他功能用语:

Here you are.

Thank you very much.

You're welcome.

教师边归还物品边和学生进行会话活动:

T: S1, are these your trousers?

S1: Yes, they are.

T: Here you are.

S1: Thank you very much.

T: You're welcome.

2．Let's act!

（1）教师播放Let's talk部分的录音,让学生听音跟读,跟读时注意模仿录音中的语音、语调.

（2）教师将全班分组,要求小组内学生分角色表演对话.

（3）在学生熟悉对话内容之后,教师可以拿出所准备的物品,选出一名学生扮演Li Shan,让其随机选择一件物品,以课本中的对话为基础进行会话练习.学生可以模仿课本中的对话,也可以增加更多相关的内容,和全班其他学生配合表演,也可以要求学生在小组内分角色扮演.

（4）为了提高学生运用语言的能力,教师可以在学生反复练习课本会话内容并且熟练掌握如何使用Whose... is this? 询问单数物品的所属关系之后, 创设情境,让学生在规定的时间内找到相应物品的主人,找到则贏得奖励;如果没有找到,则询问:Whose... is this? 并找出物品主人.教师要提醒学生尽可能多地使用礼貌用语:

Thank you very much. You are welcome.

Ⅲ．操练活动的设计与实施建议(Practice Activities)

Part B: Let's play

1．教师将学生准备的衣服或者物品收上来,然后将讲桌布置成失物招领处,与学生进行如下对话:

T: Hello!

Ss: Hello!

T: (问任意一名学生) Can I help you?

S2: Yes. I lost my…

T: What color?

T: Is this you're..., S2? Whose... is this?

S2: Yes, it is. / No. It's…'s…

2．师生间相互问答练习,也可以让学生代替教师进行对话.

3．教师可以增加会话的难度,也可以让学生自己提问,如:

T: Whose... is this?

S3: Is this...'s...?

Is this...'s...?

...

T: Yes, it is. / No. It's...'s...

教师可以要求学生只能提问三次,如果超过三次并没有找到失主则不能拿到奖励.